Data methods

The data collection methods used in this study were questionnaire, personal observation / conversations, student journals, student research logs and student final reports.

3.5.1 Questionnaire

A questionnaire was given to all participating students at the start and the finish of the unit. It had two sections, with the first being 20 questions using a Likert scale.

The second section was a series of open ended questions with space to write and at the end an opportunity for students to add any comments. Another teacher got students to complete the questionnaire at the start and I was to get them to complete it again at the end.

A Likert scale provided a range of responses to a given statement. Respondents could indicate the nature and intensity of their response by the answer they chose to each statement. This type of question had a degree of subtlety built into it with the range provided. The disadvantage of this question style is that what one

person feels is a ‗strongly agree‘ might be someone else‘s ‗agree‘. They are however easy to complete and to get numerical data from (Cohen et al., 2007).

The open-ended questions allow respondents to give honest personal comments.

These might well elicit a rich response that Cohen et al (2007) see as so distinctive about qualitative data. The disadvantage of open ended questions is how to handle the answers. It is not possible to count numbers of comments as they are unlikely to be the same. Shortness of time and ability to express oneself do limit the writing (Cohen et al., 2007) It might well be possible to group some of the answers under themes.

The unit end time was stretched out at student request. This resulted in the end of the unit and the handing in of their assessment, coinciding with the students going on exam leave at the end of the academic year. Therefore while six of them completed the questionnaire a second time most did not. When faced with the choice of students completing work for an assessment or completing my questionnaire I opted for them to complete their assessment.

3.5.2 Personal observations /conversations

During the unit I noted personal observations and any important conversations I had with students. Not every conversation was noted as the unit took place over some weeks. Observation during teaching had to be participant observation as it comes secondary to what is required for the lesson. The students were aware that I was observing them but I did not expect this to concern them, as it was going on over such a time period that I assumed they would get used to it. It was also a normal part of teacher behavior in their classroom. Notes were made at the end of each lesson while things were still fresh in my mind unless it was a particularly significant observation, which was then recorded as soon as possible after the event. Participant observations tend to be ‗strong on reality‘ (Cohen et al., 2007, p. 405). When the class combined their responses from small group work into one class response, then that response was recorded as well.

3.5.3 Student journals

Student journals are a way to get students to record their feelings, their thinking and hopefully their reflections. A place for them to do this was set up on the school intranet site. The challenge in using this method was actually getting them to record something often enough to be able to see a change in their thinking. Journal writing had proved to be useful when used by a colleague (J.

Andrews, personal communication February 2009).

3.5.4 Student log books

Student log books serve several purposes. They are a way for less able students to record and then process information. I requested that students use large scrap books. This means that students could highlight the glued in pages and then beside this, comment on the relevance of the information, what research question it might answer, and how valid the source of information was. This meant the students were able to process easily while they were still collecting their information and made it easier for them to see if they had enough material. This was a form of scaffolding that enabled students to complete all the steps of research in the unit while they were still learning the process. The log books also guarantee authenticity without this becoming a major issue. Log books do not have to be neat and tidy so long as the student can find everything. I have used log books like this for over ten years and have found them a good way to assist students with the research process.

3.5.5 Student Reports

Student reports in this study were their final write-up for their assessment. In this they had to record what action they took and justify it with respect to climate change, the large context for the unit, and whatever local issue they were dealing with for example carbon footprint. They needed to summarise their action plan, note how it was implemented and then to evaluate its implementation. It is also where they reported on any change in their thinking over the time of the action and if so why. While most of this information might also be in the log book, this was their chance to pull everything together into a coherent whole.